How to develop a positive classroom climate

Student’s Name
Tutor’s Name
Course
Date
How to Develop a Positive Classroom Climate
It is very important to form and to maintain a positive, supportive, and tolerant environment for the entire class. The atmosphere that is optimistic and fit grant students with a foundation that meet their potential fully. An educator should create good relationships with parents and students just from the day of admission. Teachers should allow students to understand them by exchanging letters or making fun icebreakers (Hue, and Wai-shing 63). A teacher should send each parent a letter or even make a call to form the relationships immediately. Taking time in building relationships helps to form individual relationships which can last as well as forming a community for the students.
Learning should be relevant since students become more committed to learning as well as retaining knowledge in a better way when they realize that the lesson is relevant and essential to their prosperity and happiness. Teachers can modify teaching strategies and methods by discovering the students’ talents, interest and learning styles (Hue, and Wai-shing 162). By offering students a word on how their classroom performs, teachers raise students’ feeling of ownership within the process of Education.
Trust is also another important thing which can create a positive classroom climate. Teachers should let students make decisions and be freed to have a suggestion from the layout of the classroom to project opinion.

An educator should have fewer decisions to make as well as fun to enable students to feel that they helped in forming their atmosphere. Even though new technology can sometimes be daunting, teachers should find any digital way to make the class digital. They should also trust themselves by beginning each year of the school with full of amazing potential keeping in mind that they don’t have to be perfect in everything during the first weeks. Communication made by the teacher should be clear by speaking students’ language. The teacher can use technology, humor, or other approaches to reach their level. The approach can be beneficial while presenting traditional information such as rules and regulations of the classroom. Teachers should also teach students from known to unknown for them to understand better; they should avoid assuming that student know something and this can help in building the relationship.
There should be modeling of social skills that are positive like problem-solving, tolerance, empathy, effective communication, and patience. Teachers should recognize their limitation. They should realize when to look for additional help from support staff. This is because a teacher cannot be a social worker, a parent, a police officer, guidance, and counselor and much more at the same time for their students (Hue, and Wai-shing 216). There should be no comparison of one student to another. While addressing individual misbehavior, a teacher should talk to the student privately and avoid negative feeling towards a student who is misbehaving and also chronically challenging.
After asking a question, the teacher should extend the silence by creating time for students to think for like several seconds or two minutes depending on the question. This helps them in improving their learning. All students should be assigned some role or responsibility which makes them have a feeling of a sense of belonging while in the class environment. The teacher should be approachable to all the student without discrimination. There should be no comparison of one student to another. The teacher should also use all class-relaxation in the class environment. Educators should not allow teasing or bullying. Students are supposed to know that they are getting in a safe environment. They want to be comfortable and realize that they suit in before learning and taking a risk in learning.
Work Cited
Hue, Ming-tak, and Wai-shing Li. Classroom management: creating a positive learning environment. Vol. 1. Hong Kong University Press, 2008.